Cracking the code: using educational gaming for high-level thinking in physiology education

Abstract

The multidisciplinary nature of Physiology requires students acquire, retain, apply and evaluate knowledge from different scientific disciplines. Optimal learning techniques, such as active learning, interleaving topics and conditions, and recall, can greatly enhance the speed and effectiveness by which students achieve this type of higher-order thinking. However, developing and implementing optimal learning techniques in the classroom can be both time-intensive and challenging for the instructor. In addition, students may be resistant or slow to accept novel learning processes. One way to potentially introduce these learning techniques in a fun and engaging way is through Gamification, or using game design elements in non-game contexts. In this paper we present an easy-to-implement adaptation of the Codenames board game for the Physiology classroom. The activity requires minimal preparation while addressing high-level learning outcomes. Post-intervention surveys of students were collected from students in three different health-related academic programs, both graduate and undergraduate, at two different institutions. Results suggest that participating in the activity both actively engaged the students and pushed them toward high-level, integrative thinking regardless of class-level.